I am Legend Essay Example for Free

I am Legend Essay Traditionally, bookstores categorize various books based on their respective contents horror, fiction, literature, or science fiction. Horror texts invoke feelings of fear in readers due to their bizarre or macabre content. Science fiction or fiction books describe imaginary concepts of either scientific or general nature respectively. Conversely, literature books comprise of texts that are neither fictional nor horror-based. Matheson’s I am Legend novel thus belongs to the category of horror owing to the ghoulish events described therein. For example, the vampirism that is evident in the novel instills fear among readers, thus rendering the work a horror literature. Although ‘good’ or ‘bad’ are purely subjective terms, people sometime use these terms to describe different texts. Such categorization relies heavily on persons’ subjective judgment, for example, regarding the emotions that such texts invoke in readers. To illustrate, horror, mystery, or romance books may be termed as ‘bad’. Conversely, science fiction books are labeled as ‘good’. Since such classification is very subjective and unstable owing to persons’ varied preferences and views, there is essentially no entire class of books that can be categorically termed as either ‘bad’ or ‘good’. After studying Matheson’s I am Legend novel, I cannot help but view it as a subjectively ‘bad’ book based on the ghastly scenes that the author describes. For example, Robert Neville – the novel’s main character is consistently described as being engaged in a futile rush to beat some seemingly insurmountable bigger forces. The character is thus clearly destined for death as is evident through his obviously futile attempts to fight against a vampire curse on earth. Eventually, Neville dies a sad and regretful death after spending a great deal of his time trying to outdo the evil that lurks on the earth. Through the somewhat unnecessary and martyr-like death of Neville, the author makes the book appear as a ‘bad’ one because a character is unjustly punished by death.

History Of The Internet Essay -- essays research papers

The year is 1957 and the USSR has just launched the first artificial earth satellite. In response America launches the Advanced Research Projects Agency (ARPA) within the Department of Defense (DOD) to create America’s lead in science and technology. The Internet had its humble beginnings here, within ARPA’s many projects.   Ã‚  Ã‚  Ã‚  Ã‚  The Internet has become one of the key symbols of today’s pop culture: everything has a â€Å"dot com† address; people do not say â€Å"call me,† but instead its â€Å"I’ll E-mail you;† and the new word on the stock market is â€Å"E-business.† The Internet has not always been such a key figure in American life; in fact it was mostly unheard of until recently.   Ã‚  Ã‚  Ã‚  Ã‚  The theory for the Internet first started being published in 1961 with Leonard Kleinrock’s document on packet-switching theory, â€Å"Information Flow in Large Communication Net.† This document presented the theory behind the first problem of the Internet, and how to solve it1. The problem was this: when a large document is sent then pieces of it become lost in transfer and the entire document has to be resent, but then different pieces are missing from the new copy of the document. This is a major problem and the obvious solution is to â€Å"chop† the information up into smaller pieces and then transmit the smaller pieces2. Then another problem was realized, how does the computer know where to put these small bits of information? The solution to that was what has come to be known as packet-switching (PS). In PS, the entire document is sent in a bunch of tiny â€Å"packets,† these packets contain the information of the document â€Å"wrapped† in its placement on the page. The receiving computer then sends a message back to the transmitting computer telling it which packets were corrupted or missing and the transmitting computer then re-sends the lost information3.   Ã‚  Ã‚  Ã‚  Ã‚  The next problem that the Internet faced was first discovered at the ARPA’s networking project, ARPAnet. Since it was militarily connected, the leaders of ARPAnet wanted a way that information could be moved between two computers without requiring a direct connection in case the direct link between two computers failed (was destroyed). The way that the ARPAnet project dealt with this was by having the network bounce the information around without it taking a direct path... ... but enough to crash the Internet and land Mr. Morris (Jr.) a hefty fine and prison time. Earlier in that year, Internet Relay Chat was developed; something that has become one of the key factors in Internet usage today8.   Ã‚  Ã‚  Ã‚  Ã‚  In the ten years since the Morris Worm the Internet has gone mainstream. After the ARPAnet ceased, the Internet had an explosion in usage and has become the giant that Americans know today. It has transformed from its humble beginnings, when it crashed on the first attempted remote LOGIN, into an economy driving, pop culture staple. Few people have heard of men such as Leonard Kleinrock, but none can say he has not contributed to America today. So, when you think about the Cold War, think about Sputnik and the Internet it created. Bibiography Hafner, Katie; Lyon, Matthew. Where Wizards Stay up Late: The Origins of the   Ã‚  Ã‚  Ã‚  Ã‚  Internet. Touchstone Books; 1998. Kristula, David. â€Å"The History of the Internet.† Network Solutions, Inc. â€Å"What is the History of the Internet?.† Segaller, Stephen. Nerds 2.0.1: A Brief History of the Internet. TV Books Inc.; 1999 Sterling, Bruce. â€Å"A Brief History of the Internet.†

Criminology and Francis T. Cullen Essay

In this paper I will be discussing the classical school and the positive school and their relations to these current provisions 462.37., 462.39.-462.41 and 810 of the Canadian Criminal Code. After briefly summarizing these provisions, I will explain which law best represents the principles of the classical or positive school. Section 462.37 relates to classical school because it is a violation of the social contract. It also displays the use of fair procedure, proportional punishment and deterrence. It focuses on the deterrence of crime in comparison to the positive school where their primary goal is to identify features that influence crime and crime prevention. Section 810. accurately represents the positive school because it focuses on how the state can prevent the criminal from doing the crime. Section 462.37 outlines the Forfeiture of Proceeds of Crime where if one person is convicted of using the proceeds of crime to purchase goods or property, the state has the authority to co nfiscate it.(Criminal Code, 1985). This law favors the principles of the classical school in terms of deterrence, fair procedure and a violation of the social contract. The social contract is an obligation where the sovereign has the duty to protect individuals living under their rule in return for the people to give up their individualistic powers and live accordingly. Using the proceeds of crime to purchase desired goods and property is a violation of the social contract, because the profits were accumulated through illegal criminal activity. Due to this committed offence, a proportional punishment must be applied on the delinquent. The purpose of having punishments is to deter the offender from repeating the same crime; specific deterrence. In order to have a lasting effect on the offender, punishments should be chosen so it inflicts fear on them and is equivalent to the harm done. (Beccaria. 1983). Deterrence is based on a person who seeks pleasure and avoids pain, hedonistic decisions are made using the rational calculator. (Bentham, 1789). However, deterrence isn’t justified through the severity of the  punishment, but through its certainty and proportionality. In section 462.37 of the criminal code the punishment is proportional to the harm done because the state is only disposing the goods and property that he/she purchased using the proceeds of crime. (Criminal Code, 1985). Everything else will remain intact, unless proven otherwise. In any case, the punishments in classical school should be mild enough to exceed the pleasure expected from a crime. Anything beyond proportional punishment is considered as sinister and completely useless. (Beccaria, 1983). â€Å"Crimes are more effectively prevented by the certainty.† (Beccaria, 1983) What Beccaria means is that rather than having only a handful of offenders caught and severely punished, society should catch more offenders and effectively punish them in order to protect society. In violation of this law, the convicted offender must be found guilty through a humane trial. If the offender if found guilty through the fair procedure of the court, then a punishment can be applied on the accused. In the accused’s defense a trial is held to balance the probabilities of this offender using the proceeds of crime. Once the judge has made the decision of guilty, then Her majesty can dispose of the property and goods purchased through the proceeds of crime and otherwise in accordance to the law. Moreover, this section of the criminal code has a more classical scholiast approach because it allows for deterrence of crime through fair procedure and proportional punishment all because of the violation of the social contract. This law doesn’t apply the principles of the positive school because it does not act at the â€Å"root causes† of why the offender did the crime in the first place. This law serves the purpose to deter crime and punishing the offender proportionally, whereas the positive focus more on determining the causes and influential factors crime. (Gabor, 2010). The Sureties to Keep the peace, section 810, exemplifies that if an individual feels unsafe because of another person that might harm them or anyone in close-relations to that person. The state has the right to convict this offender to a recognizance. The offender must keep the peace for a given time or else the state can dispose of their desirable goods; however, if peace has been kept, the offender is freed. (Criminal Code, 1985). This law follows the concepts of the positive school because the goal is to prevent crime in order to protect society from future  dangers using a scientific approach. It also includes some aspects of Lombroso’s theory of the born criminal, using biological determinism.(Lombroso, 1911). The state’s obligation is to protect society’s individual me mbers from harm. Their duty is to recognize harmful behavior and then take actions to prevent it using whatever is necessary. In this provision the government has taken the duty to protect this individual who fears an attack coming by securing the offenders desirable goods and telling them to keep the peace or else they will dispose of the objects. The purpose of recognizance is to prevent future dangers the criminal might create. There is no need to wait for the actual crime to occur, but to take action to prevent it through the security and warning given to the offender to keep the peace. As seen in the law, the offence has not yet been committed; therefore, the victim relies on other factors to prove on reasonable grounds that this offender will harm the individual. Lombroso’s theory of the â€Å"Born Criminal† shows that the criminals are biologically different from non-criminals thus they can be identified using physical features. (Lombroso, 1911). For example, one would feel more comfortable being followed by a clean, well-shaved, harmless looking man rather than an ape-like looking impr ovised, homeless man. People unconsciously judge criminality based on the physical features of others. Biological determinism is the idea that crime is not committed through rational choice, but through other factors that they have little or no self-control over such as biological traits and features. In the provision the state has the authority to send the offender to recognizance under reasonable grounds and a convincing argument by the victim. This argument may include judging a criminal based on Lombroso’s theory of born criminal and biological determinism. Moreover, the government also has the duty to identify the risk and future dangers that this offender might display. Balancing the probabilities that the offender will actually attack the victim is taken into consideration when deciding the extreme of the conditions and the time period the delinquent will go into recognizance. However, if the delinquent does not keep the peace in the given time, their punishment may range from a fine, to the disposal of secured goods. Knowing this, if a criminal has this unstoppable drive and passion for criminality, then something like a $5000 fine, will not stop them from doing so. In most restraining orders what ends  up happening is the victim is attacked or harmed anyways, because today people have an uncontrollable desire to commit crime. Criminals that have a compulsive desires for crimes act indifferently to the consequences because of biological influences or desperate situations.The law excludes the punishment of breaking a recognizance, but one can see that a positivist would use trial, not to determine the innocence or guilt of the offender but to ask the question, will they do this again? They would also want to know where the offender would attack, who and why? From a classical school perspective, only the guiltiness of the offender matters so they can apply proportional punishment. This provision doesn’t exemplify the classical school because it shows that offenders do not have control over their criminal behavior, thus making it irrational. This law is based on the priority to prevent crime and determine its causes rather than to deter cr ime and inflict punishments on the offender using a scientific approach. Moreover, section 462.37 displays concepts of the classical school because it is considered a violation of the social contract; the deal that society gives up their power in return for safety. This provision also shows that this act was done out of rational choice by weighing out the consequences and benefits before committing to an action. Fair procedure is used to defend the rights of the offender; however, the main purpose is identify the guiltiness of the delinquent. Fair procedure in this law is shown when the state balances the probabilities of the proceeds of crime actually being used on his/her acquired property and goods. After the offender has been proved or has pleaded guilty, a proportional punishment is applied on him/her. In this case, the proceeds earned through crime that the offender used to purchase goods and property will be confiscated, everything else will remain. Section 810. represents the positive school because it is an example of how the state would protect society. In this provision the crime has not happened yet, one is only worried and fears and attack. Biological determinism is used to identify who would pose a threat; this is based on physical features. This law also focuses on the risk and future dangers the offender might display. Securing valued items of the delinquent is a method used by the state to prevent a future danger from occurring and lessening the risks. In conclusion the classical school is more about the deterrence  of crime whereas the positive school focuses on the prevention of crime. Works Cited Beccaria, C. (1983). An Essay on Crimes and Punishments. Francis T. Cullen, Robert Agnew Pamela Wilcox (Eds.), Criminological Theory: Past to Present (pp. 27-29). New York: Oxford University Press. Bentham, J (1789). An Introduction to the Principle of Moral and Legislation. Joseph E. Jacoby (Ed.), Classics of Criminology (pp.105-109). Long Grove, Illinois: Waveland Press. Gabor, T (2010). Basics of Criminology (1st Ed.). Ottawa: McGraw Hill Ryerson. Lombroso, C (1911). Criminal Man. Francis T. Cullen, Robert Agnew & Pamela Wilcox (Eds.), Criminological Theory: Past to Present (pp. 27-29). New York: Oxford University Press.

How to Conjugate the Verb Mangiare in Italian

Mangiare, whether used metaphorically or literally, means what you know it to mean: to eat. It’s a regular verb of the first conjugation, so it follows the typical -are verb ending pattern. It’s a transitive verb, so generally it takes a direct object, though it is often followed by an adverb instead—for example, mangiare bene or mangiare male (to eat well or poorly), or mangiare in fretta (to eat in a hurry) or velocemente (quickly)—and it is also used often in the infinitive as a noun. Interesting idioms and sayings related to mangiare abound, including to eat ones words, to eat someone (in anger), and to eat ones liver out (out of envy), and some mangiare-related name-calling as well. Here, though, we want you to learn how to conjugate this essential Italian verb. Transitive, Impersonal, and Reflexive As a transitive verb, mangiare is conjugated in its compound tenses with avere and its past participle, mangiato. But is is also a verb commonly used in the impersonal construction—the si impersonale (one, everyone, or we)—conjugated with the auxiliary essere: In Italia si mangia molta pasta (In Italy we eat/one eats a lot of pasta), or, Da noi non si mangia la carne il venerdà ¬ (Here we dont eat meat on Fridays). In speaking about a restaurant, for example, if you say, Si mangia bene (or male) allOsteria Vecchia, it means the food is good or bad there; one eats well or poorly there. To remind you of that use, in the tables below we substituted the third personal singular regular conjugation with the impersonal si (since it is used like he or she). Mangiarsi is also used in a faux-reflexive/pronominal mood, still with essere, to stress the pleasure of eating, or even an exaggerated indulgence in eating. For example: Mi sono mangiato tre piatti di pasta! (I ate myself three plates of pasta!), or, Luigi si sarebbe mangiato anche il tavolino! (Luigi would have eaten himself the table, too!). Or, Mi mangerei una torta intera! I would eat myself a whole cake! Indicativo Presente: Present Indicative A regular presente. Io mangio Io mangio molta pasta. I eat a lot of pasta. Tu mangi Tu mangi pochissimo. You eat very little. Lui, lei, Lei, si mangia Si mangia sempre bene da Nilo a Cetona. One always eats well at Nilo's in Cetona. Noi mangiamo Noi mangiamo tardi. We eat late. Voi mangiate Mangiate da noi? Are you eating at our place? Loro, Loro mangiano Loro mangiano sempre fuori. They always eat out. Indicativo Passato Prossimo: Present Perfect Indicative The passato prossimo, made of the present of the auxiliary and the participio passato, mangiato. Io ho mangiato Ieri da Lucia ho mangiato troppa pasta. Yesterday I ate too much pasta at Lucia's. Tu hai mangiato Tu hai mangiato pochissimo a cena. You ate very little at dinner. Lui, lei, Lei, si à ¨ mangiato Ieri sera s'à ¨ mangiato benissimo da Nilo. Yesterday we ate divinely at Nilo's. Noi abbiamo mangiato Abbiamo mangiato molto tardi ieri sera. We ate very late last night. Voi avete mangiato Dove avete mangiato ieri? Where did you eat yesterday? Loro, Loro hanno mangiato Hanno mangiato fuori ieri. They ate out last night. Indicativo Imperfetto: Imperfect Indicative A regular imperfetto. Io mangiavo Prima mangiavo molta pasta; adesso mangio pià ¹ riso. Before, I used to eat a lot of pasta; now I eat more rice. Tu mangiavi Da bambino mangiavi pochissimo. When you were a little boy you ate very little. Lui, lei, Lei, si mangiava Si mangiava benissimo da Nilo allora. One ate very well at Nilo's back then. Noi mangiavamo D'estate mangiavamo sempre tardi. In summer we used to always eat late. Voi mangiavate Da ragazzini mangiavate sempre a casa nostra. As kids you used to always eat at our house. Loro mangiavano Quando lavoravano, mangiavano sempre fuori. When they worked, they used to eat out all the time. Indicativo Passato Remoto: Remote Past Indicative A regular passato remoto. Io mangiai Quella volta mangiai tutta la pasta che fece la Lucia. That time I ate all the pasta that Lucia made. Tu mangiasti Perchà © mangiasti poco, ti sentisti male. Because you ate very little, you felt sick. Lui, lei, Lei, si mangià ² Quel Natale si mangià ² da Nilo. Si mangiarono i tortellini. That Christmas we ate at Nilo's; we ate tortellini. Noi mangiammo Mangiammo gli spaghetti tardi quella sera, a mezzanotte, ricordi? We ate spaghetti late that night, at midnight, remember? Voi mangiaste Per il mio compleanno quell'anno mangiaste da noi. For my birthday that year you ate at our place. Loro, Loro mangiarono Mangiarono tutti fuori, a lunghe tavolate, nei vicoli. They all ate outside, at long tables set in the streets. Indicativo Trapassato Prossimo: Past Perfect Indicative The trapassato prossimo, made of the imperfetto of the auxiliary and the participio passato. Io avevo mangiato Avevo appena mangiato quando mi invità ² a pranzo. I had just eaten when she invited me to lunch. Tu avevi mangiato Da bambino avevi mangiato poco, ma da ragazzo ti rifacesti. As a little boy you had eaten little, but as a teenager you made up for it. Lui, lei, Lei, si era mangiato Eravamo pieni perchà © s'era mangiato da Nilo. We were full because we had eaten at Nilo's. Noi avevamo mangiato Non avevamo ancora mangiato ed eravamo affamati. We had not yet eaten and we were famished. Voi avevate mangiato Mi arrabbiai perchà © avevo cucinato tutto il giorno e voi avevate già   mangiato. I got angry because I had cooked all day and you had already eaten. Loro avevano mangiato Dopo che avevano mangiato, scendevano in piazza a ballare. After they had eaten they would go down to the piazza to dance. Indicativo Trapassato Remoto: Preterite Past Indicative The trapassato remoto, made of the passato remoto of the auxiliary and the participio passato. A remote storytelling tense. Io ebbi mangiato Dopo che ebbi mangiato presi il barroccio e partii. After I had eaten, I took the cart and left. Tu avesti mangiato Appena che avesti mangiato andasti a dormire. As soon as you had eaten you went to sleep. Lui, lei, Lei, si fu mangiato Dopo che si fu mangiato, si partà ¬ per Roma. After we ate, we left for Rome. Noi avemmo mangiato Quando avemmo mangiato scendemmo in piazza a festeggiare. When we had eaten we went down to the piazza to celebrate. Voi aveste mangiato Solo dopo che aveste mangiato vi calmaste. Only after you had eaten did you calm yourselves. Loro ebbero mangiato Appena che ebbero mangiato, i soldati partirono. As soon as they had eaten, the soldiers left. Indicativo Futuro Semplice: Simple Future Indicative A regular futuro semplice. Io mangerà ² Domani mangerà ² la pasta dalla Lucia. Tomorrow I will eat pasta at Lucia's. Tu mangerai Mangerai tanto o poco domani? Will you eat a lot or little tomorrow? Lui, lei, Lei, si mangerà   Domani da Nilo si mangerà   bene di sicuro. Tomorrow we/one will eat well at Nilo's for sure. Noi mangeremo Cosa mangeremo domani? What are we going to eat tomorrow? Voi mangerete Domani mangerete il pesce da noi. Tomorrow you will eat fish at our place. Loro, Loro mangeranno Sicuramente mangeranno fuori domani. Surely tomorrow they will eat out. Indicativo Futuro Anteriore: Future Perfect Indicative The futuro anteriore, made of the futuro semplice of the auxiliary and the participio passato. Io avrà ² mangiato Quando avrà ² mangiato mi riposerà ². When I will have eaten I will rest. Tu avrai mangiato Dopo che avrai mangiato il mio risotto, mi dirai cosa ne pensi. After you will have eaten my risotto, you will tell me what you think. Lui, lei, Lei, si sarà   mangiato Dopo che si sarà   mangiato e ben bevuto da Nilo, andremo a casa. After we will have eaten and drunk well at Nilo's, we will go home. Noi avremo mangiato Finchà © non avremo mangiato non saremo contenti. We will not be happy until we will have eaten. Voi avrete mangiato Non smetterà ² di invitarvi finchà © non avrete mangiato da noi. I will not stop inviting you until you will have eaten at our house. Loro avranno mangiato Chissà   se quando arriveranno avranno mangiato. I wonder if they will have eaten when they arrive. Congiuntivo Presente: Present Subjunctive A regular congiuntivo presente. Che io mangi Dubito che io mangi poco domani. I doubt I will eat little tomorrow. Che tu mangi Benchà © tu mangi tantissimo, sei molto magro. Though you eat a lot, you are skinny. Che lui, lei, Lei, si mangi Penso che si mangi bene da Nilo. I think one eats well at Nilo's. Che noi mangiamo Temo che mangiamo tardi. I fear that we will eat late. Che voi mangiate Spero che voi mangiate con noi. I hope you will eat with us. Che loro, Loro mangino Credo che mangino fuori. I think they are eating out. Congiuntivo Passato: Present Perfect Subjunctive The congiuntivo passato, made of the congiuntivo presente of the auxiliary and the participio passato. Che io abbia mangiato Nonostante io abbia mangiato tanta pasta, ho ancora fame. Though I ate a lot of pasta, I am still hungry. Che tu abbia mangiato Sono felice che tu abbia mangiato tanto. I am happy that you ate a lot. Che lui, lei, Lei, si sia mangiato Sono contenta che si sia mangiato bene da Nilo. I am happy that we ate well at Nilo's. Che noi abbiamo mangiato Mi dispiace che non abbiamo mangiato da Nilo. I am sorry that we didn't eat at Nilo's. Che voi abbiate mangiato Spero che abbiate mangiato abbastanza. I hope you ate enough. Che loro/Loro abbiano mangiato Credo che abbiano mangiato fuori. I think they ate out. Congiuntivo Imperfetto: Imperfect Subjunctive The congiuntivo imperfetto, regular. Che io mangiassi Era l'ora che io mangiassi un buon piatto di pasta. It was about time that I eat a good plate of pasta. Che tu mangiassi Vorrei che tu mangiassi di pià ¹ e pià ¹ lentamente. I wish that you would eat more and more slowly. Che lui, lei, Lei, si mangiasse Pensavo che non si mangiasse bene da Nilo; invece sà ¬. I thought one/we would not eat well at Nilo's; to the contrary. Che noi mangiassimo Malgrado non mangiassimo la carne, ci hanno preparato un pollo arrosto e non abbiamo mangiato. Though we don't/didn't eat meat, they prepared a roast chicken, so we didn't eat. Che voi mangiaste Vorremmo che mangiaste da noi. We wish you would eat at our place. Che loro, Loro mangiassero Pensavo che mangiassero fuori. I thought they were eating out. Congiuntivo Trapassato: Past Perfect Subjunctive The trapassato prossimo, made of the imperfetto congiuntivo of the auxiliary and the participio passato. Che io avessi mangiato Lucia avrebbe voluto che avessi mangiato di pià ¹. Lucia had wished that I had eaten more. Che tu avessi mangiato Avevo pensato che tu avessi mangiato qualcosa prima di venire. I had thought that you had eaten something before coming. Che lui, lei, Lei, si si fosse mangiato Se si si fosse mangiato da Nilo, avremmo mangiato bene. If we had eaten at Nilo's, we would have eaten well. Che noi avessimo mangiato La mamma pensava che avessimo mangiato e non ha preparato niente. Mom thought we had already eaten so she did not prepare anything. Che voi aveste mangiato Sarei stata felice se aveste mangiato da noi. I would have been happy had you eaten with us. Che loro, Loro avessero mangiato Pensavo che avessero mangiato fuori. I thought they had eaten out. Condizionale Presente: Present Conditional A regular  condizionale presente. Io mangerei Mangerei un bel piatto di pasta adesso. I would eat a big plate of pasta right now. Tu mangeresti Mangeresti se tu avessi fame. You would eat if you were hungry. Lui, lei, Lei, si mangerebbe Si mangerebbe di pià ¹ se non si ingrassasse. One/we would eat more if we didn't put on weight. Noi mangeremmo Mangeremmo un bel pesce se ce lo preparassi. We would eat a nice fish if you would prepare it for us. Voi mangereste Cosa mangereste per la vostra ultima cena? What would you eat for your last supper? Loro, Loro mangerebbero Cosa mangerebbero le signore? What would the ladies (you, formal) like to eat? Condizionale Passato: Past Conditional The condizionale passato, made of the condizionale presente of the auxiliary and the participio passato. Io avrei mangiato Io avrei mangiato un bel piatto di pici, ma non ci sono. I would have eaten a plate of pici, but there aren't any. Tu avresti mangiato Se tu avessi avuto fame avresti mangiato. If you had been hungry you would have eaten. Lui, lei, Lei, si sarebbe mangiato Si sarebbe mangiato volentieri il pesce ma non c'à ¨. We would have happily eaten a fish, but there is none. Noi avremmo mangiato Non avremmo mangiato a casa se avessimo saputo che cucinavi. We would not have eaten at home had we known you were cooking. Voi avreste mangiato Avreste mangiato da noi se aveste potuto. You would have eaten at our place had you been able to. Loro, Loro avrebbero mangiato Avrebbero mangiato fuori ma il ristorante era chiuso. They would have eaten out, but the restaurant was closed. Imperativo: Imperative A tense used often at the Italian dinner table! Tu mangia Mangia, che hai fame! Eat, eat, that you're hungry! Noi mangiamo Dai, mangiamo da Nilo! C'mon, let's eat at Nilo's! Voi mangiate Mangiate, mangiate! Eat! Eat! Infinito Presente Passato: Present Past Infinitive In the infinito, mangiare is used often as an infinito sostantivato: in other words, like a noun that replaces the English word food. It is often used with fare and dare: fare da mangiare (to cook) and dare da mangiare (to feed someone). Also, non avere da mangiare (to not have food), and portare da mangiare (to bring food). mangiare 1. Mi piace mangiare. 2. Mi piace mangiare vegetariano. 3. Dopo ti faccio da mangiare. 1. I like to eat. 2. I like to eat vegetarian. 3. Later I will make you some food. avere mangiato 1. Temo di avere mangiato troppo. 2. Dopo aver mangiato, ci siamo riposati. 1. I fear I ate/having eaten too much. 2. After having eaten, we rested. Participio Presente Passato: Present Past Participle The participio passato is the only one used and only with strict auxiliary function. mangiante - mangiato Ho mangiato molto. I ate a lot. Gerundio Presente Passato: Present Past Gerund A regular gerund. mangiando Mangiando ho rotto un dente. I broke a tooth eating. avendo mangiato Avendo mangiato molto, sono andato a riposare. Having eaten a lot, I went to rest.